Transition Services

High School, College, Independent Living, Career, Social Relationships, New Employment, Job Change, Retirement

Real Life Learning, Real Life Results.

Individualized services through Transitional Life Solutions are provided as a singular focus or as an all encompassing program. Young adults may need assistance developing broader skills sets; i.e. deciding on a career, help with their high school or college curriculum and/or study skills, or finding a job commensurate with interests and abilities. Others may have needs as they relate to work, social and/or interpersonal relationships.

Regardless of focus, treatment includes training, counseling, coaching, role modeling, and behavioral supports as necessary to facilitate long term success. Family/significant other training and on-going consultation are provided as a necessary component in the service deliver system. All aspects of work with any individual includes an emphasis on self determination, autonomy, choice making, and individual rights. 

Client hours and length of time in program vary and are based on the individual. An average of two sessions per week for 1.5 hrs each of direct intervention is typical based on a particular domain; e.g. vocational, independent living, education, social. Hourly services are also available are are provided for more a more singular purpose and for highly specific client needs.

*Assessment includes a case file review, family and client interviews, formal and informal assessments, inventories, and naturalistic observation of social, communication and interpersonal interactions.

*Treatment activity focuses on limiting the impact of noted deficits, while optimizing Client strengths. Treatment goals are developed based on the clients existing behavioral repertoires (as determined via the assessment process) and those as needed based on desired outcomes. Goals are focused in each life domain while also addressing adaptive functions, social functioning, emotional regulation, executive functioning, language and communication, ability to self advocate, and ability to self-manage. Treatment goals are prioritized based on their impact on the client’s health and well being, family, safety, and functional independence.

Core evidenced based intervention strategies include but are not limited to:

Incidental Teaching, Natural Environment Teaching, Stuctured Learning

Applied Behavior Analysis (ABA)

1. The reduction of interfering or inappropriate behavior while teaching function
based alternative behaviors.

2. A focus on training of small units of behavior which build towards larger, more significant changes in targeted functional skills.

4. Efforts to design, establish, and manage the social and learning environment(s) to minimize problem behavior(s) and maximize rate of progress toward all goals.

5. Training of family members and other involved professionals to promote optimal functioning.

6. Promotion of self-management and self-monitoring strategies for generalization and maintenance of behavioral improvements.

Acceptance and Commitment Therapy (ACT) with a focused on mindfulness, acceptance of thoughts and feelings, and a commitment to taking action consistent with identified personal values.

Rehabilitation/Habilitation Counseling with a specific focus on vocational, career, and/or avocational pursuits.